SOLOTSOLOT NATIONAL HIGH

DAILY LESSON LOG School

SCHOOL
Grade Level 11
Department of Education Teacher KENNEDY F. VAGAY Learning Area MEDIA AND INFORMATION LITERACY
Teaching Dates and Time WEEK 1 Quarter Second Quarter | 1st Semester
Session 1 Session 2 Session 3 Session 4
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of different resources of media and information, their design principle and elements, and selection criteria.
The learner produces a living museum or electronic portfolio or any other creative forms of multimedia showcasing their /his/her understanding,
B. Performance Standards
insights, and perceptions of the different resources of media and information.
Cite an example of an issue showing the power of media and information to affect
C. Learning Competencies/Objectives Describe the impact of massive open on-line
change.
II. CONTENT POWER OF MEDIA AND INFORMATION MASSIVE OPEN ON-LINE
III. LEARNING RESOURCES
A. References
1. TG’s Pages
2. LM’s Pages
3. Textbook’s Pages
B. Other Resources MODULE IN MEDIA AND INFORMATION LITERACY
IV. PROCEDURES
a. Greet the students and briefly review a. Greet the students and ask them if
the previous lesson on the they remember the previous lesson
importance of media and about media manipulation and bias.
A. Reviewing previous lesson or
information literacy. Recall the previous lesson. b. Give a summary of the previous Recall the previous lesson.
presenting the new lesson
b. Introduce the new lesson on how lesson and explain that today's lesson
media and information can affect will be about the impact of massive
change in society. open on-line.
Explain that the purpose of the lesson is
Inform the students that the objective of
for the students to understand the power
the class today is for them to comprehend
B. Establishing the purpose of the of media and information in shaping
what enormous open online is and how it
lesson people's perception and behavior towards
has affected society, particularly in terms
certain issues, and how these can lead to
of access to information and education.
social change.
C. Presenting examples/instances of the Present a case study or news article that a. Present the definition of massive
new lesson highlights the power of media and open on-line or MOOC, which is an
information to affect change. online course aimed at unlimited
For example, the #MeToo movement, participation and open access via the
where social media played a significant web.
role in bringing awareness to the b. Provide examples of MOOC
prevalence of sexual harassment and platforms such as Coursera, edX, and
assault, and ultimately led to changes in Udemy.
policies and attitudes towards the issue. c. Show statistics and facts about the
rise of MOOCs in recent years,
 including the number of courses and
users worldwide.
a. Facilitate a discussion on the
advantages and disadvantages of
a. Discuss the different forms of media MOOCs.
and information, such as news b. Ask the students to share their
articles, social media, personal experiences or opinions on
advertisements, and how these can MOOCs, if any.
D. Discussing new concepts and shape people's perception and c. Discuss how MOOCs have
practicing new skills #1 behavior towards certain issues. democratized access to education
b. Ask the students to give examples of and information, as well as how they
how media and information can have challenged traditional
affect their own perception and educational institutions.
behavior towards certain issues. d. Highlight the potential benefits of
MOOCs, such as accessibility,
flexibility, and cost-effectiveness.
E. Discussing new concepts and a. Introduce the concept of media a. Conduct a group activity where
practicing new skills #2 literacy, and how it involves critical students will analyze a case study of
thinking, analysis, and evaluation of a MOOC platform and identify its
media and information sources. strengths and weaknesses.
b. Show examples of how media can b. In groups, the students will research
be manipulated or biased to sway and choose one MOOC platform,
people's opinions and beliefs. then evaluate it based on criteria
Here are some examples of how such as course quality, accessibility,
media can be manipulated or biased student engagement, and
to sway people's opinions and certification.
beliefs: c. Each group will present their
 Selective Reporting: When a findings to the class and facilitate a
news outlet chooses to report discussion on the various MOOC
only a certain aspect of an issue platforms.
and ignores other relevant
information that may change the
narrative.
 Framing: When a news outlet or
article chooses a certain angle
or perspective to present
information in a certain way,
which can sway people's
opinions on the issue.
 Sensationalism: When a news
outlet reports information in an
exaggerated or dramatic way to
grab people's attention and
create a sense of urgency, which
can affect people's opinions and
actions towards the issue.
  Confirmation Bias: When
people selectively consume
news and media that confirms
their existing beliefs and
opinions, and ignore or dismiss
information that challenges their
beliefs.
 False Information: When news
outlets or individuals spread
false or misleading information
intentionally or unintentionally,
which can sway people's
opinions and beliefs on an issue.
 Political Bias: When news
outlets or articles have a
political agenda and report
information in a way that aligns
with their political beliefs or
affiliations, which can affect
people's opinions and actions
towards an issue.
c. Ask the students to evaluate a news
article or social media post and
identify any biases or manipulation.
a. Divide the class into groups and
assign each group a current social
a. Divide the class into pairs or small
issue that is being discussed in the
groups and have them create their
media.
own MOOC platform idea.
b. Ask each group to research different
b. Each group should consider the
sources of information about the
target audience, course topics,
F. Developing Mastery issue, such as news articles, social
teaching methods, and potential
media posts, and academic journals.
impact of their MOOC platform.
a. Have each group present their
c. Each group will present their MOOC
findings to the class and discuss how
platform idea to the class, and the
the different sources of information
class will vote on the best idea.
shape people's perception and
behavior towards the issue.
G. Finding practical applications of a. Ask the students to reflect on how a. Ask the students to reflect on the
concepts and skills in daily living media and information affect their lesson and consider how they can
own perception and behavior apply the concepts and skills learned
towards certain issues in their daily in their daily lives.
lives. b. Provide examples of how MOOCs
b. Discuss how media literacy can be can be used to improve their skills or
applied to their daily lives to make knowledge in certain areas.
informed decisions and critically c. Here are some examples of how
evaluate media and information MOOCs can be used to improve
sources. skills or knowledge in certain areas:
 Programming: MOOCs can
offer comprehensive courses on
programming languages such as
Python, Java, and C++, as well
as web development frameworks
such as React, Angular, and
Node.js. Students can learn the
basics of programming, develop
their coding skills, and create
their own projects through
MOOCs.
 Business: MOOCs can provide
courses on various business
topics such as finance,
marketing, entrepreneurship,
and management. Students can
learn the principles of business,
acquire new skills, and apply
their knowledge to real-world
situations.
 Language learning: MOOCs
can offer courses on various
languages such as English,
Spanish, Mandarin, and French.
Students can improve their
language skills, learn about the
culture and customs of different
countries, and connect with
people from different parts of
the world.
 Data science: MOOCs can
provide courses on data
analysis, machine learning, and
artificial intelligence. Students
can learn how to collect,
process, and analyze data, as
well as develop predictive
models and algorithms.
 Personal development: MOOCs
can offer courses on various
personal development topics
such as time management,
communication skills, and
emotional intelligence. Students
can improve their soft skills,
 enhance their personal growth,
and achieve their goals.
a. Summarize the key concepts learned
a. Facilitate a class discussion on the
in the lesson, such as the power of
overall impact of MOOCs on
media and information to affect
education and society.
change, media literacy, and the
b. Ask the students to share their
importance of critical evaluation of
H. Generalizing and abstractions about insights on the potential benefits and
media and information sources.
the lesson limitations of MOOCs, and how they
b. Encourage the students to apply
can be used to address global
these concepts in their daily lives to
challenges such as education access
become responsible and informed
and skills development.
media consumers.

a. Conduct a short quiz to assess the

students' understanding of MOOCs
Administer a short quiz or discussion-
and their impact on education and
based assessment to gauge the students'
I. Evaluating Learning society.
understanding of the lesson's key
b. Provide feedback and answer any
concepts.
questions or concerns the students
may have
a. For remediation, provide additional resources and readings on MOOCs and
a. For remediation, assign additional readings or media analysis exercises to
related topics.
J. Additional Activities for reinforce the lesson's key concepts.
b. For application, assign the students to enroll in a MOOC course and write a
Application or Remediation b. For application, ask the students to create their own social media post or news
reflection paper on their experience, highlighting the strengths and weaknesses of
article about a current issue, and evaluate it for bias or manipulation.
the MOOC platform and how it has impacted their learning.

V. REFLECTION

A. No. of learners who earned 80% in

the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%.
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
 which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
Prepared by: Checked by: Approved by:

KENNEDY F. VAGAY LEILANI R. SARMIENTO, EdD VILMA P. AVILA, EdD

Teacher II Head Teacher III School Principal II